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Academic achievement among Dominican...

Reynoso, Nelson A.

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Academic achievement among Dominican English language learners at Bronx Community College of the City University of New York.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Academic achievement among Dominican English language learners at Bronx Community College of the City University of New York./
作者:	Reynoso, Nelson A.
面頁冊數:	185 p.
附註:	Source: Dissertation Abstracts International, Volume: 64-11, Section: A, page: 3939.
Contained By:	Dissertation Abstracts International64-11A.
標題:	Education, Community College. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3111008

Academic achievement among Dominican English language learners at Bronx Community College of the City University of New York.
Reynoso, Nelson A.

Academic achievement among Dominican English language learners at Bronx Community College of the City University of New York. - 185 p.

Source: Dissertation Abstracts International, Volume: 64-11, Section: A, page: 3939.

Thesis (Ph.D.)--New York University, 2004.

This grounded theory study examines how Dominican English language learners at Bronx Community College of the City University of New York construct their academic and social experiences. Using individual interviews, the data was analyzed from the perspective of students.Subjects--Topical Terms:

1018008
Education, Community College.

Academic achievement among Dominican English language learners at Bronx Community College of the City University of New York.
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500 $a Source: Dissertation Abstracts International, Volume: 64-11, Section: A, page: 3939.
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502 $a Thesis (Ph.D.)--New York University, 2004.
520 $a This grounded theory study examines how Dominican English language learners at Bronx Community College of the City University of New York construct their academic and social experiences. Using individual interviews, the data was analyzed from the perspective of students.
520 $a Traditionally, research studies on Hispanic retention have utilized a deficit model. In-depth interviews of six students who successfully adapt to college expectations will show how to help English language learners succeed despite overwhelming obstacles. Seven core categories emerged to explain the academic achievement and persistence of Dominican English language learners: personal resourcefulness, faculty support, tutoring support, peer support, counseling support, family support, and bi-cultural self-identity. The emergent substantive theory was the quest for cultural competency.
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